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Homeschool Curriculum Specially Designed for the Video The Magic School Bus: The Human Body
Video Source: Magic School Bus Source: 2005; Warner Home Video Curriculum Last Updated: 9/1/2009

Description: Video: What's better than one Magic School House video? Three. In this video set, you will find "Flexes its Muscles," "For Lunch," and "Inside Ralphie." In "For Lunch," In this video your children will get to learn about how the digestive system works. They will get to see each step and what each part of the system does with the food. They will also learn why each step is so important in the process of the digestive system. In "Inside Ralphie," Ralphie is crushed when a fever and sore throat keep him home from school the day he's scheduled to host a FNN (Frizzle News Network) television broadcast on health. Not one to let his body get the best of him, Ralphie hosts the show from his bed while his classmates journey through his bloodstream to reveal the news-breaking story of just what's making him sick. What a great way to learn about the human body! Note to Parents: None

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Table of Contents
I. Read Me First & Printing Instructions
If this is your first eFantasmic curriculum, then please read through this section. It will give you a great overview of all the stuff you are going to find in this packet. Of course, if you’ve already read it once, skip it!

II.

Video Vocabulary Parents Guide
This is basically your answer sheet for the vocabulary words. You should read through these so that you are familiar with the definitions. Some words obviously have more than one meaning. This guide will tell you the specific definition of the word used in this curriculum. These vocabulary words were chosen to expand your child’s use of the language as well as focus on the concepts of the video your child will watch. Note: We think it’s a good idea to go ahead and talk about these vocabulary words before your child watches the video. The idea isn’t to quiz or overly challenge your child, but to learn new uses of words in our language. We recommend just going through the vocabulary words and telling your child the definitions that will be used in the video. This way you both gain some confidence before your child even begins to watch.

III.

Video New Concepts Parents Guide
Once again, this is your answer sheet. You should quickly read through it to get an overview of the discussion questions and answers.

IV.

Video Vocabulary Discussion Sheet
If you don’t need your child to write down answers but instead want to just sit down and talk to your child about the vocabulary words, use this sheet. As you discuss each word and its use, have your child check off each word. When your child is done, have him/her fill in his/her name, date it, and include it in a portfolio.

V.

Video Vocabulary Worksheet
If you would like your child to do some writing, you can use these worksheets and have your child fill in the appropriate answers.

VI.

Video New Concepts Discussion Sheet
Again, if you would simply like to sit down and discuss each new idea with your child, use this sheet and have your child check off each concept

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discussed. When finished, fill out your child’s name, date the sheet, and include it in your portfolio.

VII. Video New Concepts Worksheet
If you would like your child to do some written work, then use this worksheet. When it is completed, be sure to have your child write his/her name and date, then include the worksheet in your portfolio.

VIII. Pre-Viewing Parents Guide
If you’ve never read this before, please read it! It’s really powerful stuff, and often the most overlooked. What is pre-viewing and why is it so important? This is a powerful technique to dramatically increase your child’s retention, comprehension, and recall of what he/she has learned in a video.

IX.

Establish Your Purpose Discussion Sheet
What does your child want to find out from watching this video? If your child doesn’t have this question in his/her mind before watching the video, the information he/she gets will be fragmented and unfocused. At the very least, simply use this Discussion Sheet to talk to your child for a few minutes before watching the video. Don’t forget to have your child check off the items, then sign, and date it for your portfolio.

X.

Establish Your Purpose Worksheet
If you want your child to formalize his/her purpose before watching the video, then go ahead and use this worksheet. Don’t forget to have your child check off the items, then sign, and date it for your portfolio.

XI.

Chart of Retention
This chart will improve your child’s enjoyment of the video he/she is about to watch. It will also drastically improve what he/she remembers and retains from the video. Hence the name, chart of RETENTION. There are three versions. One is for discussion only. The other has large lines to fill in broad ideas. Lastly, there is a version for writing out more complex ideas. Which you use is your choice; as well as, how much writing you want your child to do. We recommend going through the discussion version at minimum so that your child has a good framework for what he/she is going to watch. NOTE: There are 2 times that your child uses this Chart of Retention. Once is before he/she watches the video, the other is after.

XII. Power Watching Parent’s Guide
These are some hints and tips on encouraging your child to be a Power Watcher. Remember that the difference between just sitting passively and watching a video and having your child be an active thinker while watching

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is HUGE. Here are a few guidelines to remind your child of while he/she is watching.

XIII. Power Note Taking Parent’s Guide
This is probably one of the most important skills you can teach your child. Note taking is a powerful way to allow your child to retain more of what he/she has viewed. This isn’t the extensive note-taking method that we used while growing up. This is a system designed to engage our brains and allow them to better store and organize the information we see.

XIV. Final Evaluation Discussion Sheet
This is to remind your child of his/her established purpose for watching the video. His/her thoughts need to be organized and he/she should be able to describe what was learned that pertains to your child’s established purpose. These questions will help organize those thoughts. Once completed, please have your child put his/her name and date at the top of this sheet.

XV. Curriculum FunPack
Here you’ll find instructions, flash cards, and special pages to help in playing some fun resource-based games with your child. We’ve included instructions for how to play or do each of these learning games and activities. The materials in this section can be combined from multiple curricula over time to continually reinforce and review your child’s vocabulary from this video.

XVI. Additional Worksheets
We’ve included lots of additional worksheets for your child with everything from crosswords puzzles to word searches and lots, lots more. It’s important to note that these were not designed to be particularly challenging. Instead they are designed to be reinforcing materials. They are designed to have your child refer back to the vocabulary and discussion questions as review. After referring back a number of times, the new vocabulary and concepts will be well reinforced for your child. NOTE: Keeping It Fun Humans naturally enjoy (or call “fun”) the concepts that come easier to them. Children that are good at reading will easily say that they love reading. Children good at math will say that they love math. With that in mind these worksheets are designed to reinforce but also keep the material easy enough so that your child enjoys doing them! The more of these worksheets they gobble-up, the more they will remember the material and consider it fun. So consider resisting the temptation to overload your child and learning won’t be as much of a chore. Keep it fun!

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Read Me First
Before I start, I just wanted to thank you for purchasing this curriculum for The Magic School Bus: The Human Body. We appreciate you supporting us and making it possible for us to continue creating curriculum for great free library and internet resources. I want to tell you a little about how this curriculum is designed and what it’s designed for. First, this curriculum is designed BY homeschoolers and FOR homeschoolers. As a homeschool parent, you know that homeschool never stops. In fact, homeschooling happens almost every moment of each day. Any question our children ask can become a teaching opportunity. Every trip to the grocery store is full of lessons large and small. Each trip to the park includes looking at nature, discovering science, and experiencing things that most other families can take for granted. This is what homeschooling is. We, as parents, have joyfully taken on the full responsibility of our children’s education. So congratulations and kudos to you! Not every parent has the desire or opportunity to do what we do - cherish every moment. The Time of Your Life and You Don’t Even Know It? As a side note, I was once on vacation at a small condo. Each unit opened into a courtyard. Of course, my kids spent much time running around and keeping me busy trying to get them all together. Across the courtyard from our family’s unit, there was an elderly gentleman. I noticed he just watched and smiled as I was going crazy trying to control my kids. Later that week, we went over to say hello and meet that man and I’ll never forget what he said to me. Now I’m passing it on to you. He looked at me and with a calm smile told me, “You are having the time of your life and don’t even know it.” You see, his grown children had rented him this condo for vacation so that they could come and visit. The gentleman went on to explain that it was great that they were able to visit with him, but it was only for a few days each year. His kids were grown with lives of their own, and he dearly missed having them around. The lesson was clear: I, despite my frustrations with my little children around me, was having the time of my life – and I didn’t even know it! But I know it now. I have to constantly remind myself of this story, as should you. In fact, if you buy more than one of these curricula from us, why not re-read this story each time and be reminded that you are having the time of your life?

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The Problem Is In the Proof Okay, enough of that – back to the plot. For homeschoolers, nearly every waking moment is a homeschool lesson. But the problem is in the proof. Perhaps you went to the park, collected leaves, and discussed them with your children. Or you might have looked at seedlings and even looked up a few birds in your guidebook. But where’s the proof? There are so many lessons, yet so little proof! So that’s what eFantasmic is all about. You and I know there are so many lessons during a homeschool day or outing that we don’t need to prove every single moment. But, homeschoolers do need to show that we are doing something to responsibly teach our kids (whether to the state, other parents, or skeptical relatives). Our supplemental eFantasmic curriculum is designed to provide LOTS and LOTS of documentation about what your child did. As you look through this packet or print it out and say to yourself, “My! That’s a lot of paperwork,” realize that’s the point. We want to give you TONS of documentation and paperwork. Not paperwork that you have to fill out in triplicate, but lots of worksheets, summaries, and other papers that you can print, have your child complete, and then keep as proof. Do I Have To Use It All? You will find three different kinds of things to print out. Instructions These are instructions on what your child should do for the different worksheets and lessons for the video The Magic School Bus: The Human Body. Portfolio Documents These are sheets that you fill out with your child’s name and date showing what your child did and accomplished. These are designed to serve as official documentation. Of course, we never recommend providing the state more information than is required of you, but whether your state requires much documentation or not, you have the records ready! You will have documentation of what your child did and discussed, when he/she did it, what he/she learned, what he/she covered, etc. It’s a self-documenting system. If the random grandparent shows up and wonders what you’ve been doing, you can pull out an organized portfolio of papers and documents and say, “Here!” Funpack, Worksheets & Lessons These range from sheets with questions your child must answer in writing to discussion questions that you can simply check off once you’ve talked about the answers with your child. You are going to get A LOT. Don’t worry; you don’t have to use them all. You can use as little or as much as you and your child like. You can spread the worksheets out over time, put them all together into one lesson, or do whatever you like. You are the parent, so we trust your judgment over anybody else’s. But whatever your choice, you have lots and lots to choose from. Just know that no one expects you to use all of it. We’ve just made it available to you.

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How to print out sections of this curriculum using Adobe Acrobat Reader: Step 1: Decide what page you want to print • You’ll see the page numbers in the top bar. We are on page 24 of 117 in the example image below. (We’ve also numbered each page, but the worksheets don’t include page numbers.)

Step 2: Print and Choose Pages • Do this by going to the “file” menu and selecting “print” or using the shortcut with the icon of a printer • Under “Print Range,” select “Pages” and type in the number range for the pages you want to print. In this example, we are printing them all.

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Parent’s Vocabulary Guide
This guide to vocabulary for The Magic School Bus: The Human Body is your overview of the vocabulary words and concepts that are covered in this curriculum set. You should read over this sheet to make sure you are familiar with the vocabulary words and concepts. Consider this your answer-sheet.

Basic Vocabulary Words
joint n. A place where two things, like bones, are connected in such a way that they can move. muscle n. An organ in the body that allows for bones to move by pulling them in specific directions. esophagus n. The muscular tube that moves food from the mouth to the stomach. villi n. Finger-like projections in the small intestine that absorbs nutrients. platelets n. Small, flat disks in the blood that aid in clotting, the healing of cuts. anti-bodies n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

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Parent’s Discussion Guide
This guide to the discussion questions for The Magic School Bus: The Human Body is your overview of the questions and concepts that are covered in this curriculum set. You should read over this sheet to make sure you are familiar with the ideas and concepts. Consider this your cheat-sheet. You can also use this to pre-set some questions in your child’s mind before he/she begins watching.

Discussion Questions
What does a person's body need to move? The body needs joints to let two bones bend and muscles to pull the bones in different directions. Can muscles alone push bones? Why or why not? No. One muscle has to pull in one direction and another muscle has to pull it back in the other direction. What does stomach acid do? It dissolves food solids into a liquid that can be absorbed into the blood stream. Where does the body absorb liquefied food? The absorption of liquid takes place mostly in the small intestine through the use of villi. What do white blood cells do? The white blood cells destroy germs that are making the body sick. What does medicine do? Medicine destroys some of the germs inside our bodies and provides more antibodies so that the white blood cells can work faster.

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Chart Of Retention
Student Name Date

Discuss these vocabulary words with your child. As each is discussed, have your child check it off. Once completed, please have your child put his/her name and date at the top of this sheet.

Vocabulary Discussion Sheet

 joint  muscle  esophagus  villi  platelets  anti-bodies

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Chart Of Retention
Student Name Date

Have your child write the definitions of the following vocabulary words below. Once completed, please have your child put his/her name and date at the top of this sheet.

Vocabulary Worksheet

joint

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

muscle

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

esophagus

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________
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villi

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

platelets

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

anti-bodies

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Chart Of Retention
Student Name Date

Discuss these ideas and concepts with your child. As each is discussed, have your child check it off. Once completed, please have your child put his/her name and date at the top of this sheet.

New Concepts Discussion Sheet

 What does a person's body need to move?  Can muscles alone push bones? Why or why not?  What does stomach acid do?  Where does the body absorb liquefied food?  What do white blood cells do?  What does medicine do?

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Chart Of Retention
Student Name Date

Discuss these ideas and concepts with your child. As each is discussed, have your child check it off. Once completed, please have your child put his/her name and date at the top of this sheet.

New Concepts Worksheet

What does a person's body need to move?

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Can muscles alone push bones? Why or why not?

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

What does stomach acid do?

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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15 Where does the body absorb liquefied food?

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

What do white blood cells do?

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

What does medicine do?

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Pre-Viewing Parent’s Guide
Pre-viewing is a powerful technique to dramatically increase your child’s retention, comprehension, and recall of what he/she learns. This is a revolutionary way of learning. It’s not that these ideas are new or that we invented them. Actually, they have been around a long time and are well proven. The catch is that public schools simply can't afford the time and resources to use these techniques! They cannot be done with 30 kids sitting in a room. But they CAN be used by HOMESCHOOLERS! One of our goals is for us homeschoolers to lead the revolution in our society’s understanding of learning and education. Your child has the potential. It’s the small things in teaching and learning that will help your child achieve it. It’s nothing monumental, but you should realize that those small things are basically IMPOSSIBLE for public school children. How lucky we are! Watching educational materials, as described earlier, includes not only the recognition and assimilation of the material, but also understanding, comprehension, retention, recall and communication. Your child will probably spend his/her whole life reading and gathering knowledge. Why waste a single learning opportunity? When most people read through a book, they simply plow through it then casually toss it aside. Almost 80% of people never grasp the major ideas or concepts the author tried to convey! When people toss aside a book after reading it, the ideas and knowledge available from that resource get tossed aside as well. If concepts are not processed in the brain for long term use, they just get forgotten. Imagine how many books, videos, websites, and hours of our life we have each wasted. There's a much better, tried and tested way to change all this. Why not teach your child how to make the best out of every single book read, video or show watched, and website visited? Not just now, but for the rest of your child’s life!

Thought Provoking
Most of the worksheets in this section are thought provokers. They are designed to make your child think about what he/she is going to watch, then help your child store it more efficiently in his/her brain. These are designed to teach your child to think about what he/she is watching. This is a life-long skill that will serve him/her.

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The Big Snowball
There is a snowball effect here. If your child learns even just a tiny bit more from each educational item (video, book, or article) that knowledge will carry forward into the next book or topic your child learns. It all builds upon itself. When it’s time for the next resource, your child will have more knowledge and questions and effective learning habits to apply because of his/her perpetually increasing background knowledge. So even a small improvement of comprehension from each book, video, podcast, or website becomes a mountain of snow over your child’s lifetime!

Building Critical Watchers
As adults we know that just because something is in print (or on video) doesn’t mean it is true. However, our children don't always understand this. This process (pre-viewing) also teaches your children to become critical readers/watchers. They will learn to reject false arguments such as: Generalization from the particular, false premises, undefined sources, misuse of statistics, etc. This way as your child grows older he/she will learn to see everything with a critical (not criticizing) eye.

It’s All About Thinking
It is important to note that this section is designed to get your child to think! So when you see these questions it is important to understand that there are NO RIGHT OR WRONG answers. If your child is thinking about the questions and ideas, then you are doing the right thing. Your child doesn't even have to think very deeply about these questions at first. Don't worry. Deep thought and contemplation will come with interest and experience. The more your child is used to thinking about what he/she is about to watch, the better equipped your child will be to contemplate at a deeper level. Moreover; if a resource is something he/she is truly interested in, real depth of thought will begin to sink in. So you are only trying to stimulate curiosity and desire before your child sees the video. We’ve found even with our own children that if the video covers a topic they are interested in, by the time we are done with these questions, they are so hungry for the knowledge that they practically grab the DVD or video from our hands and devour it. That's the kind of active viewing/learning you want!

What You Get
You will see several worksheets. Again, you can use as much or as little as you like. These worksheets are designed to make your child pre-think about what he/she is about to watch. This process prepares his/her brain for storage of the information your child is about to learn. Also, you will see two versions of each worksheet. One version includes writing, and the other versions are just for discussion. It’s up to you how little or much writing you want your child to do. If you choose the discussion sheet versions, just check off the questions as you discuss them with your child. Then date the sheets for your portfolio records.
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Chart Of Retention
Student Name Date

What does your child want to find out from the video The Magic School Bus: The Human Body? Your child’s answer to this question is your child’s purpose for watching. It may help at this stage to have your child review his/her current knowledge of the subject(s) being covered. This increases his/her expectancy of what is to come, and exposes gaps in his/her knowledge that should stir up a corresponding desire to fill the vacuum. Once completed, please have your child put his/her name and date at the top of this sheet.

Establish Your Purpose Discussion Sheet

 What do I think this video is about?  What interesting things do I think I might learn about?  What do I already know about this topic?  What are some things I don't know about this topic?

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Chart Of Retention
Student Name Date

What does your child want to find out from the video The Magic School Bus: The Human Body? Your child’s answer to this question is your child’s purpose for watching. It may help at this stage to have your child review his/her current knowledge of the subject(s) being covered. This increases his/her expectancy of what is to come, and exposes gaps in his/her knowledge that should stir up a corresponding desire to fill the vacuum. Once completed, please have your child put his/her name and date at the top of this sheet.

Establish Your Purpose Worksheet

What do I think this video will be about?
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

What interesting things do I think I might learn about?
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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What do I already know about this topic?
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

What are some things I don't know about this topic?

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Chart of Retention Parent’s Guide
This is just a quick primer for you on the Chart of Retention. Charts like this have been used for a long time, and drastically improve the viewing and enjoyment of resources; as well as, how much your child will remember. More importantly, it will help your child grasp the major concepts in the video he/she is about to watch. Whether you use this is up to you. There are three versions. One is for discussion only. The other has large lines to fill in broad ideas. Lastly, there is a version for writing out more complex ideas. Which you use it up to you and how much writing you want your child to do. We recommend at least requiring the discussion version so that your child has a good framework in his/her mind regarding the video being watched. There are 2 times when your child will use a Chart of Retention. Once is before watching. He/she will have another opportunity to fill in the chart after he/she watches the video. This two-step approach gives your child a chance to see how the video’s creator might have changed your child’s thoughts or understanding of a subject, and consequently improves your child’s retention of the knowledge obtained.

Question Hints and Tips:
Who? – identifies and helps hold in mind any significant people Why? – identifies the purposes of the resource How? – identifies cause and effect sequences, time sequences, procedure or process instructions or where the new information fits into your life Where? – identifies where the action is taking place or where the new information can be used When? – both denotes when a subject or event takes place and when you can use the information. Finally, the What? question allows you to take a quick survey of your current knowledge of the subject in the video. Have your child take regular breaks every thirty or forty minutes. After each short rest break, take a minute to review the previous work. This consolidates your child’s retention.

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Chart Of Retention
Student Name Date

Before watching The Magic School Bus: The Human Body, discuss the following ideas with your child and check it off as you go along. Once completed, please have your child put his/her name and date at the top of this sheet.
Chart Of Retention Discussion Sheet

Chart of Retention Discussion Sheet

The Magic School Bus: The Human Body

WHEN does/did the subject happen or when can I use it?

WHEN?

WHAT else do I know or want to know about this subject?

WHAT?

WHO are/were the people connected with the subject?

WHO?

--This does not have to be the title of the video-What do you think the main subject is?

THE MAIN SUBJECT

WHERE can I use this knowledge, or where does/did the subject take place?

WHERE?

HOW does this subject affect me, WHY is this subject important? or how can I use it? Why was this video made?

HOW?

WHY?

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Chart Of Retention
Student Name Date

Chart Of Retention In-Depth Worksheet

The Magic School Bus: The Human Body
WHEN does/did the subject happen or when can I use it? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

WHEN?

WHAT additional information do I know or want to know about this subject? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

WHAT?

WHO are/were the people connected with the subject? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

WHO?

This does not have to be the title of the video. What do you think the main subject is? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

THE MAIN SUBJECT

WHERE can I use this knowledge, or where does/did the subject take place? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

WHERE?

HOW does this subject affect me, or how can I use it? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

HOW?

WHY is this subject important? Why was this video made? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

WHY?

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Chart Of Retention
Student Name Date

Chart Of Retention General Concepts Worksheet

The Magic School Bus: The Human Body

WHEN does/did the subject happen or when can I use it?
______________________________________ ______________________________________ ______________________________________

WHEN?

WHAT else do I know or want to know about this subject?
______________________________________ ______________________________________ ______________________________________

WHAT?

WHO are/were the people connected with the subject?
______________________________________ ______________________________________ ______________________________________

WHO?

--This does not have to be the title of the video-What do you think the main subject is?
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

THE MAIN SUBJECT

WHERE can I use this, or where HOW does this subject affect me, WHY is this subject important? does/did the subject take place? or how can I use it? Why was this video made?
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

WHERE?

HOW?

WHY?

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Chart Of Retention
Student Name Date

It is important to note that this section is designed to get your child to think about The Magic School Bus: The Human Body! So when you see these questions, it is important to understand

Pre-Viewing Survey Discussion Sheet

that there are NO RIGHT OR WRONG answers. If your child is thinking about the questions and ideas, then you are doing the right thing. Once completed, please have your child put his/her name and date at the top of this sheet.

What is the publisher or website’s name? What is the author's name?

 Read the title, plus any subtitles or summaries.

 Find the publication/copyright

What is the publication/copyright date of this video? How many years/months/weeks/days ago was it published? Does this information change with time, or is the information still valid?

 Does this video have an index or give me clues on the website?

If so, note some of the concepts listed in the index. Can you tell what the author's bias might be towards this topic from the Index?

Did you know that the author almost always writes this after the video is completely done? What do you think the creator's purpose for making this video is? Do the same with any other descriptive content about this resource, but you only need to scan or skim the material. What more can you tell about this video or author?

 Read the preface or website description.

 Look at the video chapters listing/list of videos in series (if available).

Is it divided up into major sections and minor sections or is every chapter the same? What other clues about what this video covers can you see from the way the video is organized?

 Look over any pictures, illustrations or figures on the website or video cover.
What do you think these are about? What are they trying to teach you?

 Now get a feel for the actual contents of the video by skimming through the
website or description. Anything that catches your eye is fine. What questions pop up into your mind? Are there any things you want to find out more about? Do they make you curious about anything?

NOTE: When your child finishes this exercise, invite him/her to go back to the Chart of Retention and make any changes he/she may have discovered about The Magic School Bus: The Human Body.
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Chart Of Retention
Student Name Date

What does your child want to find out from watching The Magic School Bus: The Human Body? Your child’s answer to this question is your child’s purpose for watching. It may help at this stage to have your child review his/her current knowledge of the subject. This increases his/her expectancy of what is to come, and exposes gaps in his/her knowledge, and a corresponding desire to fill the vacuum. Once completed, please have your child put his/her name and date at the top of this sheet.

Pre-Reading Survey Worksheet

What is the publisher's name? What is the author's name?

 Read the title, plus any subtitles or summaries.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

 Find the Publication/Copyright

What is the publication/copyright date of this video? How many years/months/weeks/days ago was it published? Does this information change with time, or is the information still valid? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

 Does this video have an index or give me clues on the website?

If so, note some of the concepts listed in the index. Can you tell what the author's bias might be towards this topic from the Index? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Did you know that the author almost always writes this after the video is completely done? What do you think the author's purpose of making this video is? Do the same with any other descriptive content about this resource, but you only need to scan or skim the material. What more can you tell about this video or author? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

 Read the Preface or Website Description.

 Look at the video chapters listing/list of videos in series (if available).

Is it divided up into major sections and minor sections or is every chapter the same? What other clues about what this video covers can you see from the way the video is organized? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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 Look over any pictures, illustrations or figures on the website or video cover.
What do you think these are about? What are they trying to teach you? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

 Now get a feel for the actual contents of the video by skimming through the
website or description. Anything that catches your eye is fine. What questions pop up into your mind? Are there any things you want to find out more about? Do they make you curious about anything?

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

NOTE: When your child finishes this exercise, invite him/her to go back to the Chart of Retention and make any changes he/she may have discovered about The Magic School Bus: The Human Body

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The Magic School Bus: The Human Body Power Watching Parent’s Guide
Now your child can begin watching The Magic School Bus: The Human Body. Here are some hints and tips on encouraging your child to be a Power Watcher. Remember that the difference between just “slogging through” the video and Power Watching is that your child is an active thinker while watching. So here are a few things to remind your child about while he/she is watching.

Active Thinking Hints and Tips:
Remind your child to continually ask WHO, WHAT, WHERE, WHEN, WHY, and HOW questions as an interactive dialogue between your child and the material he/she is watching, and in order to extract important facts. As your child watches, he/she should ask what questions are being answered in the section of the video he/she is watching. Don’t worry if your child doesn’t get it at first. It’s a different way of watching and learning compared to the way we have normally been taught. Gentle reminders while slowly shifting your child to becoming an active and engaged viewer is your goal.

Note Taking Hints and Tips:
If you are going to have your child do the note taking section of this curriculum, then you might find some of these guidelines helpful to remind your child of as he/she begins to watch. If you own the video or can easily get access to the video your child is watching (e.g. online), you might still want to encourage your child to keep a pencil handy. Have him/her jot down any important words or phrases he/she comes across. If you don’t own the video (e.g. borrowed or rented video), then you probably should have your child keep a pad and pencil handy. If he/she encounters a word or phrase he/she doesn’t understand, or feels is important, have him/her jot it down for review later when the video is no longer available.

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Power Note Taking Parent’s Guide
Note taking is a powerful way to allow your child to retain more of what he/she watches. This probably isn’t the extensive note-taking method that you used while growing up. This is a system designed to engage our brains and allow them to store and organize the information we see, read, or hear. This is a powerful and useful technique to teach your children.

Too Much, Leads To Less
A lot of people are dissatisfied with their note taking. They realize that they take down too many words, which in turn makes it difficult to get an overview. They find it difficult to sort the essential facts out of a lecture, meeting, or other study materials. Very few people have had satisfactory training in effective note taking, so the purpose of this section and corresponding exercises is to improve your child’s note taking skills.

The Power of Association
Association plays a dominant role in nearly every mental function, and words themselves are no exception. The brain associates divergently as well as linearly, carrying on thousands of different actions at the same time: searching, sorting and selecting, relating and making syntheses as it goes along, using left and right brain faculties, etc. Thus a person often finds that in conversation his/her mind is not just behaving linearly, but racing on in different directions, exploring to create new ideas and evaluating the ramifications of what is being said. Although a single line of words is coming out, a continuing and enormously complex process is taking place in the mind throughout the conversation. At the same time subtle changes in intonation, body position, facial expression, eye language, and so on, are integrated into the overall process. Similarly the listener, reader, or viewer is not simply observing a long list of words; he/she is receiving each word in the context of the ideas and concepts that surround it, and interpreting it in his/her own unique way, making evaluations and criticisms based upon his/her prior knowledge, experience, and beliefs. You only have to consider a simple word and start recognizing the associations that come into your mind to see that this is true.

Key Words are the Key
Words that have the greatest associative power may be described as Key Words. These are concrete, specific words which encapsulate the meaning of the surrounding sentence or sentences. They generate strong images, and are; therefore, easier to remember. The important ideas, the words that are most memorable and contain the essence of the sentence or paragraph are the key words. The rest of the words are associated descriptions or grammatical constructions and emphases. This contextual material is
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generally forgotten within a few seconds, though much of it will come to mind when the key word is reviewed. Because of this greater meaningful content, key words tend to “lock up” more information in memory and are the keys to recalling the associated ideas. The images they generate are richer and have more associations. They are the words that are remembered, and when recalled, “unlock” the meaning again. When a young child begins to speak, he/she starts with key words, especially concrete nouns, stringing them together directly - for example, “Peter ball” or “Anne tired.” It is not until later that a child’s sentences include grammatical construction, to give expressions such as, “Please would you throw me the ball” or “I am feeling tired.”

The Note Taking Worksheets
If note-taking agrees with your philosophy, then encourage your child to keep a pencil handy. Have him/her jot down any important words or phrases he/she comes across.

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Chart Of Retention
Student Name Date

Have your child write down key words he/she encountered while watching. Once completed, please have your child put his/her name and date at the top of this sheet. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

The Magic School Bus: The Human Body Key Words

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_______________________________________________________________________________

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Chart Of Retention
Student Name Date

Remind your child of the purpose he/she thought of for watching this video. His/her thoughts should be organized in such a way as to describe the things that he/she has learned that definitely focus on his/her primary purpose. These questions will help him/her organize those thoughts. Once completed, please have your child put his/her name and date at the top of this sheet.

The Magic School Bus: The Human Body Final Evaluation Discussion Sheet

What is the most important idea or concept that you got from this video? What is the most important idea or concept that you got from this video that pertains to your watching objective? Pick the three most important keywords that pertain to your watching objective. What are some of the key people, events, places or dates that you saw in the video?

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Chart Of Retention
Student Name Date

Remind your child of the purpose he/she thought of for watching this video. His/her thoughts should be organized in such a way as to describe the things that he/she has learned that relate to his/her primary purpose. These questions will help him/her organize those thoughts. Once completed, please have your child put his/her name and date at the top of this sheet.

The Magic School Bus: The Human Body Final Evaluation Worksheet

What is the most important idea or concept that you got from this video?
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

What is the most important idea or concept that you got from The M agic School Bus: The Hum an Body that pertains to your watching objective?
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Pick the three most important keywords that pertain to your watching objective.
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

What are some of the key people, events, places or dates that you saw in the video?
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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FunPack for the Video:
The Magic School Bus: The Human Body

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Table of Contents
FunPack Read Me First This lays out the basic philosophy of this FunPack. If this is the first FunPack you are looking at, it’s worth reading it through at least once. How Do I Use This Stuff? This goes over the way the activities are formatted and gives you some ideas on how to use the various activities. Vocabulary Word Playing Cards These are printable cards that you can use for lots of games. We have instructions for several games that you can do with these cards. Plus, the more eFantasmic Curriculum Cards you combine together, the more interesting it gets! Active-Idea-Hunt This activity deepens your child’s analysis and knowledge of a concept or vocabulary word. The idea is to have your child think of as many similar ideas or words to a vocabulary word as he/she can. Create-A-Cartoon / Timeline Storyboard Have your child sketch four scenes, as if he/she was creating a cartoon of what happened in The Magic School Bus: The Human Body. There are two versions. One has four boxes per page; the other version spreads it out over four pages. This will get your child to think through the material and try to consolidate the story into four major ideas. This is a perfect tool for getting your child to begin to think about the major concepts the author/producer wanted to convey. Did You Know… Children love to feel like they know something that no one else knows. This is the perfect opportunity. In this activity, before your child actually reads/watches the material, tell him/her to listen for a great Did You Know… fact. Sketch-An-Idea Have your child sketch what various ideas or concepts mean to him/her. This may seem awkward at first, but the more your child does it the better your child will become at this. It’s important to emphasize that this is only a sketch and artistic skills or talents don’t come into play here. The point is that the sketch conveys an idea. Your child is allowed to explain the sketch to people, so it doesn’t need to have lots of words to explain.

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My Favorite Quote Remember when you saw a great movie and there was a line or quote that stuck with you? Children often easily remember very funny or strange lines from books and videos. Anything interesting to your child counts - anything at all. The whole idea is to encourage your child to watch/read the material with an eye for discovery. Create-A-Scavenger-Hunt This activity is lots of fun, especially when your child thinks he/she is creating a challenge for other children! You are probably familiar with scavenger hunts where you run around trying to find items on a list. This is the opposite. Your child will create the list of items in the video for other children to hunt for. Create a License Plate As we drive around, it’s always fun to see license plates from different states and regions. This is your child’s opportunity to create a one-of-a-kind license plate! This is your chance to guide your child into whatever you want him/her to explore further. It's a perfect way for your child to remember what he/she has learned and experienced and to try to sum it up as a whole. The Crazy Story Children really love this activity. This is an activity where children take turns using the vocabulary words from the curriculum worksheets to make a crazy story. It can be done by an individual child, but is more fun with two. Your child will really dig into the meanings and explore the use of the new vocabulary and ideas he/she has learned.

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FunPack Read Me First & Active Learning
The science of teaching has come a long way, especially in recent years. Along the way, science has gained a better understand about what actually makes children learn easier and retain information better. The activities in this FunPack have been researched heavily and carefully thought through before being included. If some of them seem trivial to you, please give them a try anyway. See how your child reacts and what you can get out of it. In the end, the most important thing is that our children think about what they are learning. The tool they take into the future is their ability to think. That’s what this packet is designed to improve: Your Children’s Ability to Think! So Why Don’t Public Schools Do These Things? While our understanding of how to teach has improved, our ability to actually do it has gotten worse. I recently made a visit to the Teacher Resources section of Barnes and Noble. What you will find is a myriad of books on teacher angst and administrative compliance. Teachers are put in one of the toughest spots of all professions. They want to help children and they want children to learn, but given the current constraints of politics, administrivia, and the simple fact that each teacher probably has hundreds of children rotating in and out of his/her classroom makes learning difficult to do. So it becomes impossible for teachers to do what they know is best. They simply can’t. So Why Don’t We? That’s the point of this whole thing. School teachers can’t, but we homeschoolers can. So we should! The whole idea is active learning. It more closely mimics the learning process of real life and it works.

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Real-Life Learning It’s no wonder that these scientific discoveries basically tell us that the more similarly children learn to the way they would as adults in the real world, the better they learn. The artificial way of learning in a classroom just doesn’t work very well. How It Works In Real Life As adults, we start with an idea. We start off wanting to know something and then we go off and begin learning it. We research, read, and explore until we understand. Then we might develop more questions, which results in going off and learning more. Nobody says to an adult (unless they have voluntarily gone to school), “It’s Tuesday, that means you have to learn the geography of Mongolia whether you’d like to or not. Now sit down, be quiet, pay attention and learn this… or else.” So What Is This FunPack About? This FunPack has lots of activities that are designed to engage your child’s brain actively while learning. When you want to learn something as an adult, your brain is active; you are in hunt mode. These activities are designed to activate your child’s brain and put it into a “Hunt Mode,” so the information he/she gathers while hunting gets processed. The opposite of this would be sitting passively while information goes in one ear and out the other. Your child’s mind becomes numb and even “zones out” during phases. What this active learning FunPack does is put your child into an active and alert hunting state where the brain is really LOOKING for information. What’s The Side Effect? The side effect is that learning becomes more fun. As I wrote the last line, it just dawned on me how ludicrous it was. “Learning becomes more fun.” Learning IS fun. It started out fun, but it slowly eroded and got stifled by the techniques of a factory-like school system. So let’s keep learning fun, the way it’s supposed to be!

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How Do I Use This Stuff?
If you’ve known us here at eFantasmic for a while, you know that we like to give you LOTS of choices. I mean LOTS and LOTS of choices. This is no different. You have lots and lots of games and activities. You don’t have to do them all. You can find out which are your child’s favorites and just do those. You can try to match the activity to the topic he/she is learning. How it’s Divided Up Each activity or game will have a label telling you if it can be done as Independent Play, Two Player, Two Player/Sibling, Two Player/Parent, Multiple Player, and Social Curriculum. Independent Play This means that your child can do this activity on his/her own. It doesn’t require other children to be present. So these are great for independent study or activities. Two Player These activities are best if there is at least one other child to do it with your child. Two Player/Sibling These activities are great done with a brother or sister. They are a good opportunity to build some strong bonds between siblings. Two Player/Parent These activities require at least one other person, but you can be the other person to do the activity with your child. Multiple Player These activities should have at least three children participating. These are great when your child has friends over or even during a homeschool group get-together. Of course, you have permission to share these activities with other children during those events. Social Curriculum These activities are designed to enhance your child’s social skills as well as to learn the materials. So these activities are perfect for homeschool support group get-togethers.

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Vocabulary Word Playing Cards
Can Be Used For Any Of The Following: Independent Play Two Player Two Player/Parent Multiple Player

You will find on the following pages a set of cards that you can print and cut out. Printing these on regular paper is fine. You may also use card stock if you like. If you have other children visiting for group play, print one set per child. So if there are three children, print three sets of each card. If it is only you and your child playing, then you should print two sets. If your child is playing alone, you should still print two sets. NOTE: Save all of your cards! As your children do more curricula, you can combine cards from different curriculum. This way, eventually, you will have a large stack of cards that can be played with and reviewed! The following are some examples of games that can be played with these cards: Go-Fish This is the old stand-by. I’m sure we don’t have to explain the rules. Here’s the twist: Instead of just matching names on vocabulary cards, you can have your child match vocabulary word card to definition card. With Go-Fish, you should print several sets to make a more full deck. Go-Fish with Melding (Terms similar to the card game Rummy) Here’s another twist. Instead of just straight matching word cards or vocabulary cards, you can have your child match with melding. What this means is that if your child can explain how two cards are related, he/she can call it a match, and put it down. Here’s an example: If the vocabulary word says, “Fish” and “Dolphin” and your child says, “Both swim in the ocean,” they can be called a match. Of course, you can make the matching rules as easy or difficult as you want. And you can put other restrictions on as well; such as, “You must find two reasons that your cards are related.” So in the same example your child could add, “Use fins for propulsion.” The idea is to reward your child for thinking beyond just strict definitions.

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Go-Fish with Use-In-Sentence Rule Here’s another twist. Instead of just straight matching word cards or vocabulary cards, you can have your child match by using words in a sentence. Here’s an example: If the vocabulary word says, “Fish” and “Dolphin” and your child says, “Both fish and dolphins swim in the ocean,” then they can be called a match. Of course, you can make the matching rules as easy or difficult as you want. Find-A-Match (aka Memory) This is an old stand-by, too. Put all the cards face down. Turn two cards over at a time trying to match word card to definition card. You can play with two sets of cards to make it more challenging. Vocabulary Rummy The game is best played with two to four players, but up to six can take part. Before beginning, agree on a point target which ends the game or a number of deals. See the section under Scoring to see how points are tallied. The idea is for your child to think. The more he/she thinks about the words and meanings in his/her hands, the more he/she is actively learning the materials. So the rules can be adapted to your children and what you want them to achieve.

The Deal
Based on the number of players, be sure to print enough cards. This game becomes even more fun if you mix cards from more than one curriculum. The first dealer is chosen randomly and the turn to deal alternates, if there are two players and rotates clockwise, if there are more than two. In a two player game, each player is dealt a hand of ten cards. Seven cards each are dealt, if there are three or four players and when five or six play each player gets six cards. The cards are dealt one at a time and after the deal, the next card is placed face up on the table to start the discard pile. The remainder of the deck is placed face down beside it to form the stock. The players look at and sort their cards.

Object of the Game
The object of the game is to dispose of all of the cards in your hand. There are three ways to get rid of cards: melding, laying off, and discarding.

Melding is taking a combination of cards from your hand and placing them face up in front of you on the table, where they stay. There are three kinds of combination which can be melded:
o

Sentence Run where the child must use two or three cards with vocabulary words in a sentence. Each word must be used in accordance

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with its meaning in the sentence. For example, “Cats and dogs are animals” would NOT count. On the other hand, “Dogs dig in the dirt and chase cats as well” is acceptable since the words are used with meaning and context. o Book Run is three or four cards where the child can relate the meanings to each other, or find some other interesting pattern. An example would be, “Cats, dogs, and cows are all mammals.”

Laying Off (or Adding to Melds) is where the child uses one of his/her cards and adds it to a meld already on the table. The cards added to a meld must make another valid meld. An example would be adding “Bat” to the “Cats, Dogs, Cows” meld by saying, “A bat is also a mammal.” Alternately, your child can extend the meld by saying, “Bats breathe air along with Dogs, Cats and Cows.” Discarding is playing a card from your hand on top of the discard pile. You get rid of one card this way at the end of each turn.

Play
If there are two players, they take alternate turns starting with the non-dealer. If there are more than two players, they take turns in clockwise rotation, beginning with the player to dealer's left. Each turn consists of the following parts: 1. The Draw. You must begin by taking one card from either the top of the Stock pile or the top card on the discard pile, and adding it to your hand. The discard pile is face up, so you can see in advance what you are getting. The stock is face down, so if you choose to draw from the stock you do not see the card until after you have committed yourself to take it. If you draw from the stock, you add the card to your hand without showing it to the other players. 2. Melding. If you have a valid group or sequence in your hand, you may lay one such combination face up on the table in front of you. You cannot meld more than one combination in a turn. Melding is optional; you are not obliged to meld just because you can. 3. Laying off. This is also optional. If you wish, you may add cards to groups or sequences previously melded by yourself or others. There is no limit to the number of cards a player may lay off in one turn. 4. The Discard At the end of your turn, one card must be discarded from your hand and placed on top of the discard pile face up. If you began your turn by picking up the top card of the discard pile you are not allowed to end that turn by discarding the same card, leaving the pile unchanged - you must discard a different card. You may; however, pick up the discard on one turn and discard that same card at a later turn. If you draw a card from the stock, it can be discarded on the same turn, if you wish.

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If the stock pile has run out and the next player does not want to take the discard, the discard pile is turned over, without shuffling, to form a new stock, and play continues. A player wins an individual hand by either melding, laying off, or discarding all of his/her cards. Getting rid of your last card in one of these ways is called going out. As soon as someone goes out, play ceases. There can be no further melding or laying off, even if the other players have valid combinations in his/her hands.

Scoring
When a player goes out, the other players count all the cards still remaining in his/her hands. The total count of all the cards in the hands of the other players is added to the winner's cumulative score. The game continues with further deals until a player reaches the point target that was decided before the game began or until the agreed number of deals has been played.

More Games to Come – We will post them on the site!

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esophagus

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villi

muscle

joint

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n. An organ in the body that allows for bones to move by pulling them in specific directions.

n. A place where two things, like bones, are connected in such a way that they can move.

anti-bodies

platelets

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n. Small, flat disks in the blood that aid in clotting, the healing of cuts.

n. The muscular tube that moves food from the mouth to the stomach.

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n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

n. Finger-like projections in the small intestine that absorbs nutrients.

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Active-Idea-Hunt
Can Be Used For Any Of The Following: Independent Play Two Player Two Player/Parent Multiple Player

This activity deepens your child’s analysis and knowledge of a concept or vocabulary word. The idea is to have your child think of as many similar ideas or words to a vocabulary word as he/she can. This also helps your child relate vocabulary words and concepts to other ideas and concepts. If your child has friends over, more than one child can do this activity. You can tally a score; if you like, by counting the number of ideas each child comes up with. If you don’t want to have a competition, you can give them a challenge to come up with at least three ideas per vocabulary word. This activity for The Magic School Bus: The Human Body will cause your child to go back into the material and discover deeper meanings for vocabulary words and concepts. This is a perfect activity for older children; as well as, younger children. Older children will try to be more clever and subtle. That’s fine. The more they become inspired to think the better! This is a highly active form of learning and it can be used any time, even weeks after your child is done with The Magic School Bus: The Human Body,

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Chart Of Retention
Student Name

Active-Idea-Hunt
Write as many words or ideas that are similar to: joint

Date

For The Magic School Bus: The Human Body

Title:

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Chart Of Retention
Student Name

Active-Idea-Hunt
Write as many words or ideas that are similar to: m uscle

Date

For The Magic School Bus: The Human Body

Title:

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Chart Of Retention
Student Name

Active-Idea-Hunt
Write as many words or ideas that are similar to: esophagus

Date

For The Magic School Bus: The Human Body

Title:

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Chart Of Retention
Student Name

Active-Idea-Hunt
For The Magic School Bus: The Human Body
Write as many words or ideas that are similar to: villi

Date

Title:

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Chart Of Retention
Student Name

Active-Idea-Hunt
Write as many words or ideas that are similar to: platelets

Date

For The Magic School Bus: The Human Body

Title:

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Chart Of Retention
Student Name

Active-Idea-Hunt
Write as many words or ideas that are similar to: anti-bodies

Date

For The Magic School Bus: The Human Body

Title:

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Create-A-Cartoon Timeline Storyboard Parent’s Guide
Can Be Used For Any Of The Following: Independent Play Two Player Two Player/Parent Multiple Player

Have your child sketch four scenes as if he/she were creating a cartoon of what happened in The Magic School Bus: The Human Body. There are two versions. One has four boxes per page while the other version spreads the panels out over four pages. In fact, you can tell your child that he/she is creating a cartoon or storyboard for a movie of his/her own. There are only four major scenes. How should your child use those four scenes to convey to somebody else what happened? It’s important to emphasize that this is only a sketch and artistic skills or talents don’t come into play here. The point is that your child’s sketch conveys the ideas of what happened. There are no real rules. Your child can include color, dialogue, titles, subtitles, descriptions, or whatever else to convey the ideas from the resource. This activity for The Magic School Bus: The Human Body is a great activity for older children as well as younger children. The activity fixes the main events and concepts in your child’s mind. The idea is that your child has to review what he/she experienced in The Magic School Bus: The Human Body. Your child will have to try and recall details. By piecing together some details and thinking about what to draw or sketch, he/she is reinforcing what was learned. This is a highly active form of learning. It’s best used right after your child is finished with The Magic School Bus: The Human Body, but can also be used as a review some days later.

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Chart Of Retention
Student Name Date

Create-A-Cartoon Timeline Storyboard
Sketch four scenes of a cartoon. Use the four boxes below. In those four scenes, you must be able to show someone else the major ideas of what happened in The Magic School Bus: The Human Body.

The Magic School Bus: The Human Body

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Chart Of Retention
Student Name

Create-A-Cartoon Timeline Storyboard
The Magic School Bus: The Human Body

Date

Sketch four scenes of a cartoon. Use the following four pages. In those four scenes, you must be able to show someone else the major ideas of what happened in The Magic School Bus: The Human Body.
Scene 1

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Chart Of Retention
Student Name Date

Create-A-Cartoon Timeline Storyboard
The Magic School Bus: The Human Body
Scene 2

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Chart Of Retention
Student Name Date

Create-A-Cartoon Timeline Storyboard
The Magic School Bus: The Human Body
Scene 3

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Chart Of Retention
Student Name Date

Create-A-Cartoon Timeline Storyboard
The Magic School Bus: The Human Body
Scene 4

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Did You Know…?
Can Be Used For Any Of The Following: Independent Play

Children love to feel like they know something that no-one else knows. This is the perfect opportunity. A “Did You Know…” is an interesting factoid your child discovers. Let it be your child’s special discovery. An example would be, “Did you know… that cats always land on their feet?” In this activity, before actually reading/watching the material, tell your child to look for a great “Did You Know…” fact. This activity activates the hunter in your child. The objective is for your child to pay close attention to the material, hunting for interesting facts. This will have your child look at the material differently with an eye for discovering something he/she finds interesting that he/she hasn’t used. If your child has more than one fact, then great! NOTE: We’d love to know any “Did You Know” factoid your child discovers.

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Chart Of Retention
Student Name

Did you know…?
The Magic School Bus: The Human Body
Write your new discovery in the lines below.

Date

Title:

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Sketch-An-Idea
Can Be Used For Any Of The Following: Independent Play Two Player Two Player/Sibling Two Player/Parent Multiple Player

Have your child sketch what the following ideas or concepts mean to him/her. This may seem awkward at first, but the more your child does it the better he/she will become at this activity. Here’s a simple example. If the concept is photosynthesis, your child could sketch a sun with rays pointing down on a plant with leaves. That’s fine. Your child can include as much detail as he/she likes. There is no right or wrong answer. The only requirement is that your child thinks about the concept and tries to express it as a simple picture. There is one page for each of the concepts and vocabulary words. You can do them all, do just one, or do just the ones thst your child is interested in. Just as with the cartoon, you can tell your child that he/she is creating a diagram or scene for a movie of his/her own. In this one scene, he/she needs to convey the important idea. It’s important to emphasize that this is only a sketch and artistic skills or talents don’t come into play here. The point is that his/her sketch conveys an idea. He/she is allowed to explain the sketch to people, so it doesn’t need to have lots of words or titles. There are no real rules. Your child can use whatever he/she’d like to express the idea as best as he/she can. This activity for The Magic School Bus: The Human Body is a great activity for older children as well as younger children. This activity activates your child’s brain to rethink each concept and what it means to him/her. He/she can’t sketch it until his/her brain has processed the vocabulary word or concept, so this activates his/her brain to process the concepts you’ve highlighted. The idea is that your child has to review what he/she experienced in The Magic School Bus: The Human Body. He/she has to try and recall details. By piecing together some details and thinking about what he/she is going to draw or sketch, he/she is reinforcing what was learned. This is a highly active form of learning. It’s best used right after your child is finished with The Magic School Bus: The Human Body, but can also be used as a review some days later.
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Chart Of Retention
Student Name

Sketch-An-Idea
Sketch in the box below what this means to you: joint

Date

The Magic School Bus: The Human Body

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Chart Of Retention
Student Name

Sketch-An-Idea
Sketch in the box below what this means to you: m uscle

Date

The Magic School Bus: The Human Body

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Chart Of Retention
Student Name

Sketch-An-Idea
Sketch in the box below what this means to you: esophagus

Date

The Magic School Bus: The Human Body

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Chart Of Retention
Student Name

Sketch-An-Idea
Sketch in the box below what this means to you: villi

Date

The Magic School Bus: The Human Body

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Chart Of Retention
Student Name

Sketch-An-Idea
Sketch in the box below what this means to you: platelets

Date

The Magic School Bus: The Human Body

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Chart Of Retention
Student Name

Sketch-An-Idea
Sketch in the box below what this means to you: anti-bodies

Date

The Magic School Bus: The Human Body

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My Favorite Quote…
Can Be Used For Any Of The Following: Independent Play

Remember when you saw a great movie and there was a line or quote that stuck with you? Or perhaps a book you read and there was a great, defining quote. Children easily remember a really funny or strange line. Anything interesting to your child counts for this activity, anything at all. The whole idea is to make your child watch/read the material with an eye for discovery. This activity, like many of the others, activates the hunter in your child. The objective is for your child to pay close attention to the material as he/she hunts for interesting quotes. This will help your child look at the material differently. If your child has more than one favorite quote, then great!

NOTE: Your child should keep these in a notebook so at the end of the year he/she has some funny, entertaining quotes he/she can review, which will help him/her remember the materials read.

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Chart Of Retention
Student Name

My favorite quote…
The Magic School Bus: The Human Body
Write your new favorite quote in the lines below.

Date

Title:

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Create-A-Scavenger-Hunt
Can Be Used For Any Of The Following: Independent Play Two Player Two Player/Sibling Two Player/Parent Multiple Player

This activity is lots of fun, especially when the children think they are creating a challenge for other children! You are probably familiar with scavenger hunts where you run around trying to find items on a list. This is the opposite. Your child will create the list of items for other children to go hunt for. So ask your child to through The Magic School Bus: The Human Body and select six things in the resource (video, book, or article) for other children to find. Tell your child these things should be six things that would teach the other children something. On the following page, have him/her write six things, and then under each item put clues to help the other children find the item. An example might be, “The time that Abraham Lincoln lost his paper,” and the clue would be, “Look around when he was late for his most important meeting.” This activity for The Magic School Bus: The Human Body will cause your child to go back into the material and discover new things he/she might have missed the first time, and also review his/her favorite moments. This is a perfect activity for older children as well as younger children. Older children will try to be more clever, subtle, or tricky and make items that are practically impossible to find. That’s fine. The more he/she becomes inspired to think, all the better! This is a highly active form of learning and it can be used any time. Even weeks after your child is done with The Magic School Bus: The Human Body, NOTE: Please send these in to us! We want to post them for other children in Future Curriculum!

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Chart Of Retention
Student Name

Idea Scavenger-Hunt for
Put the items to hunt for in the blanks below and be sure to give good clues!

Date

The Magic School Bus: The Human Body

Item 1:

Clues:_________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Item 2:

Clues:_________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Item 3:

Clues:_________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Item 4:

Clues:_________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Item 5:

Clues:_________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Item 6:

Clues:_________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Create a License Plate
Can Be Used For Any Of The Following: Independent Play / Two Player / Two Player/Sibling / Two Player/Parent / Multiple Player

As we drive around, it’s always fun to see license plates from different states and regions. Now is your child’s chance to create his/her own license plate! Tell your child to pretend that the creator of The Magic School Bus: The Human Body has asked your child to create a License Plate for his/her car! This is your chance to guide your child into whatever you want him/her to explore more of. Here are some ideas: Geography If The Magic School Bus: The Human Body is set in a location that you want your child to think more about, you can have your child research a little more of that location or region, and include some pictures to represent that region. Time and Era If the setting is during an era you want your child to explore more of then focus your child there. An example would be, “Old England.” Have your child include some pictures of things that make people think of that era. Characters or People If you want your child to focus on a character or person, then have your child draw things that represent that person the most. Challenge him/her to go beyond the obvious. An example would be Abraham Lincoln. Of course, the license plate would have to include a tall hat, but what else is Lincoln known for? One Big Idea If you want your child to sum up in one word what The Magic School Bus: The Human Body represents, then have him/her draw one license plate that sums it all up. It’s important to emphasize that although artistic skills aren’t critical, cleverness and creativity are important. There are no real rules. Your child can use whatever means to make creating this license plate an enjoyable activity.

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Chart Of Retention
Student Name

License Plate for
The Magic School Bus: The Human Body
Create a Great License Plate for This Video

Date

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The Crazy Story
Can Be Used For Any Of The Following: Independent Play / Two Player / Two Player/Sibling / Two Player/Parent / Multiple Player

Children really love this activity. It’s also perfect for older children as well. For older children, challenge them to be as clever (and grammatically correct) as they can. There are only three rules in this activity: First, your child must use all six vocabulary words. Second, the use of the vocabulary words in the story must be correct – you can’t just throw in a vocabulary word arbitrarily. Third, the story must be wacky and funny, but grammatically correct (of course, in relation to your child’s age and grammar skills)! If you have more than one child or you have the opportunity to do this activity with your child, the activity often becomes even funnier! One person starts the story. Then the next person picks a vocabulary word and continues the story. Each person can take the story in any wacky, strange direction he/she chooses. Then the next person must pick up and continue the story with the next vocabulary word. This is repeated until all six words are used. This activity activates all sorts of active learning components. First, by using it in a new sentence, your child will begin to truly understand the use of the vocabulary word. Your child will also automatically work on expanding the vocabulary words’ applications to see where they can be applied as the story twists and winds. As your child stretches his/her creativity and humor, he/she reinforce true understanding of the definitions and usages of any new vocabulary. Don’t be surprised if after this activity your child begins using the new vocabulary in every day speech! Some Story Starter Ideas: A donkey was walking down the road … Suddenly, Jane looked out her window and was shocked to see … As the spider crawled up Alice’s leg, little did she know … Who knew that combining … Once a long time ago, an Ogre …
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Chart Of Retention
Student Name

The Crazy Story
The Magic School Bus: The Human Body
joint, m uscle, esophagus, villi, platelets, anti-bodies

Date

Create the craziest story you can think of using the following vocabulary words:

Title:

_______________________________________________________________________________ _______________________________________________________________________________

Story:
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

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Additional Worksheets
We’ve included lots of additional worksheets for your child. It’s important to note that these were not designed to be particularly challenging. Instead they are designed to be reinforcing, like most of our materials at eFantasmic.

Reinforcing Instead of Challenging
They are designed to have your child refer back to his/her vocabulary and discussion questions in order to complete the activities. After a few instances of referring back, the vocabulary words and concepts will be well reinforced with your child.

Keeping It Fun
Humans naturally enjoy and call fun things that come easier to them. Children that are good at reading will easily say that they love reading. Children good at math will say that they love math. So these worksheets are designed to reinforce, but to keep it easy enough so that they enjoy doing them. The more of these worksheets they gobble-up then the more they will remember the material and still consider it fun. So you too should avoid overloading them so that it doesn’t become a chore. Keep it fun!

Many Versions
You will notice that there are more than one version of each worksheet. There is more than one crossword puzzle for example. This is because each one is based on a group of vocabulary words or concepts. So there is a worksheet for the Basic Vocabulary and another one for the Challenging Vocabulary Words and Concepts.

The Magic School Bus: The Human Body eFantasmic.com -- Incredible Homeschool Curriculum, Exactly The Way Homeschoolers Need It!
All Contents ©2009 eFantasmic.com All Rights Strictly Reserved

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Date:

Decoder Challenge #1
Based on what you read in the resource, you are ready for the Decoder Challenge. Find the missing letters in the blank squares, and then you will be able to circle a complete word based on the clue. The Decoder Challenge helps to reinforce spelling and problem solving skills for students. 1. 2. 3. 4. 5. 6. X Y E C A B M I A J I P E J L U V A T I E J B L L O V I T N N Y S L V Z J L U X G O P P M L L Z L E Y I F B V T S N C G E V O K A A S B I

C S

T M S

A R Z L

S O P H A K O Q B V

U S

P D U S L W T

T O H S X D K

T G Q M X T I B O D

U C Y

U S C

1. n. Finger-like projections in the small intestine that absorbs nutrients. 2. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 3. n. The muscular tube that moves food from the mouth to the stomach.

4. n. A place where two things, like bones, are connected in such a way that they can move. 5. n. An organ in the body that allows for bones to move by pulling them in specific directions. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

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Name:

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Decoder Challenge #1
Based on what you read in the resource, you are ready for the Decoder Challenge. Find the missing letters in the blank squares, and then you will be able to circle a complete word based on the clue. The Decoder Challenge helps to reinforce spelling and problem solving skills for students. 1. 2. 3. 4. 5. 6. X Y E C A B M I A J I P E J L U V A T I E J B L L O V L E I I T N Y S L V Z J L U X G O P P M L L Z L E Y I F B V T S N C G E V O K A A S B I

C S

T M S

A R Z L

S O P H A G U S

P D U S L W T

T O H S X D K V

T G Q M X T I B O D

U C Y

K O Q B M U S C A N

1. n. Finger-like projections in the small intestine that absorbs nutrients. 2. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 3. n. The muscular tube that moves food from the mouth to the stomach.

4. n. A place where two things, like bones, are connected in such a way that they can move. 5. n. An organ in the body that allows for bones to move by pulling them in specific directions. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

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Decoder Challenge #2
Based on what you read in the resource, you are ready for the Decoder Challenge. Find the missing letters in the blank squares, and then you will be able to circle a complete word based on the clue. The Decoder Challenge helps to reinforce spelling and problem solving skills for students. 1. 2. 3. 4. 5. 6. Y D Q B C A O S I I T P N M Y T P I V L I A J L T L I I I S L P N E B A E B T S F L T L D P J X Z L A Q S S Q T X P L V C V K L

A N

B O

V D O Z O S A J

A C M Y

X N E V H E S X

S O P H A G U B U R P

H P Q J

S C D H Q Y

Y Q H M U S C

P M R V

1. n. A place where two things, like bones, are connected in such a way that they can move. 2. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 3. n. Finger-like projections in the small intestine that absorbs nutrients.

4. n. The muscular tube that moves food from the mouth to the stomach. 5. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 6. n. An organ in the body that allows for bones to move by pulling them in specific directions.

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Decoder Challenge #2
Based on what you read in the resource, you are ready for the Decoder Challenge. Find the missing letters in the blank squares, and then you will be able to circle a complete word based on the clue. The Decoder Challenge helps to reinforce spelling and problem solving skills for students. 1. 2. 3. 4. 5. 6. Y D Q B C A O S I I T P N M Y T P I V L I A J L T L O L E E I I I S L P N E B A E B T S F L T L D P J X Z L A Q S S Q T X P L V C V K L

A N

B O D

V D O Z O S A J

A C M Y

X N E V H E S X

S O P H A G U S B U R P

H P Q J

S C D H Q Y

Y Q H M U S C

P M R V

1. n. A place where two things, like bones, are connected in such a way that they can move. 2. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 3. n. Finger-like projections in the small intestine that absorbs nutrients.

4. n. The muscular tube that moves food from the mouth to the stomach. 5. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 6. n. An organ in the body that allows for bones to move by pulling them in specific directions.

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Decoder Challenge #3
Based on what you read in the resource, you are ready for the Decoder Challenge. Find the missing letters in the blank squares, and then you will be able to circle a complete word based on the clue. The Decoder Challenge helps to reinforce spelling and problem solving skills for students. 1. 2. 3. 4. 5. 6. L I I C A U A F L J F Q O M U S C K W L P L I A Z T J T E I O E I L N E E P L D U R X I I T A L J S E J J J L Y X B

M O S

T M C U R G A O S H S E L A G U S S D V I L

A Q M S I V

S O P B O D L V I

H H N R Q B W H A B N C J

H A N

A U D

U M E

1. n. An organ in the body that allows for bones to move by pulling them in specific directions. 2. n. A place where two things, like bones, are connected in such a way that they can move. 3. n. Small, flat disks in the blood that aid in clotting, the healing of cuts.

4. n. The muscular tube that moves food from the mouth to the stomach. 5. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 6. n. Finger-like projections in the small intestine that absorbs nutrients.

© 2009 eFantasmic.com - Incredible Homeschool Curriculum Exactly The Way Homeschoolers Need It! All Rights Reserved.

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Decoder Challenge #3
Based on what you read in the resource, you are ready for the Decoder Challenge. Find the missing letters in the blank squares, and then you will be able to circle a complete word based on the clue. The Decoder Challenge helps to reinforce spelling and problem solving skills for students. 1. 2. 3. 4. 5. 6. L I I C A U A F L J F Q O M U S C K W L P L I A Z T J T E I O E I L N E L T T I L E P L D U R X I I T A L J S E J J J L Y X B

M O S

T M C U R G A O S H S E L

A Q M S I V

S O P H A G U S B O D L V I S D V I L

H H N R Q B W H A B N C J

H A N

A U D

U M E

1. n. An organ in the body that allows for bones to move by pulling them in specific directions. 2. n. A place where two things, like bones, are connected in such a way that they can move. 3. n. Small, flat disks in the blood that aid in clotting, the healing of cuts.

4. n. The muscular tube that moves food from the mouth to the stomach. 5. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 6. n. Finger-like projections in the small intestine that absorbs nutrients.

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Crossword Challenge #1
Based on the resource you read, use some of your new vocabulary words to complete this activity. Refer to your vocabulary list for more hints and clues.

1

2

3 4

5

6

ACROSS
1. n. The muscular tube that moves food from the mouth to the stomach. 4. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 5. n. A place where two things, like bones, are connected in such a way that they can move. 6. n. An organ in the body that allows for bones to move by pulling them in specific directions.

DOWN
2. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 3. n. Finger-like projections in the small intestine that absorbs nutrients.

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Name:

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Crossword Challenge #1
Based on the resource you read, use some of your new vocabulary words to complete this activity. Refer to your vocabulary list for more hints and clues.

1

E

S O P H A G U S L A
4 3

2

V I L L E S

A N

T E L

I

B O D

5

E T
6

J L E

O

I

N

T

M U S C ACROSS
1. n. The muscular tube that moves food from the mouth to the stomach. 4. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 5. n. A place where two things, like bones, are connected in such a way that they can move. 6. n. An organ in the body that allows for bones to move by pulling them in specific directions.

DOWN
2. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 3. n. Finger-like projections in the small intestine that absorbs nutrients.

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Name:

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Crossword Challenge #2
Based on the resource you read, use some of your new vocabulary words to complete this activity. Refer to your vocabulary list for more hints and clues.

1 2

3

4

5

6

ACROSS
3. n. Finger-like projections in the small intestine that absorbs nutrients. 5. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 6. n. Small, flat disks in the blood that aid in clotting, the healing of cuts.

DOWN
1. n. The muscular tube that moves food from the mouth to the stomach. 2. n. A place where two things, like bones, are connected in such a way that they can move. 4. n. An organ in the body that allows for bones to move by pulling them in specific directions.

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Name:

Date:

Crossword Challenge #2
Based on the resource you read, use some of your new vocabulary words to complete this activity. Refer to your vocabulary list for more hints and clues.

1

E
2

J O
3

S O
4

V

I N T

L I

L

I I E

M U S C L

P H A G U L E T S

5

A N

B O D

6

P ACROSS
3. n. Finger-like projections in the small intestine that absorbs nutrients. 5. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 6. n. Small, flat disks in the blood that aid in clotting, the healing of cuts.

L

A

T

E

DOWN
1. n. The muscular tube that moves food from the mouth to the stomach. 2. n. A place where two things, like bones, are connected in such a way that they can move. 4. n. An organ in the body that allows for bones to move by pulling them in specific directions.

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Crossword Challenge #3
Based on the resource you read, use some of your new vocabulary words to complete this activity. Refer to your vocabulary list for more hints and clues.

1 2

3 5

4

6

ACROSS
2. n. Finger-like projections in the small intestine that absorbs nutrients. 3. n. A place where two things, like bones, are connected in such a way that they can move. 5. n. The muscular tube that moves food from the mouth to the stomach. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

DOWN
1. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 4. n. An organ in the body that allows for bones to move by pulling them in specific directions.

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Name:

Date:

Crossword Challenge #3
Based on the resource you read, use some of your new vocabulary words to complete this activity. Refer to your vocabulary list for more hints and clues.

1

P
2

V I

I N
5

L A T E L

L

I
4

3

J

O

M S O P H A G U S S S C L E DOWN
1. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 4. n. An organ in the body that allows for bones to move by pulling them in specific directions.

6

A N

T

I

B O D

I

E T S

ACROSS
2. n. Finger-like projections in the small intestine that absorbs nutrients. 3. n. A place where two things, like bones, are connected in such a way that they can move. 5. n. The muscular tube that moves food from the mouth to the stomach. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

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Missing Words #1
Use the concepts and questions from your resource to figure out where the missing words go. You can use the clues/words below each sentence for help.

1.

Question: What does __ person's _____ need ___ move? Answer: The body needs joints to let two bones bend and muscles to pull the bones in different ___________.
A. body B. directions C. a D. to

2.

Question: Where _____ the body absorb __________ food? Answer: The absorption of _______ takes place mostly in the ______ intestine through the use of villi.
A. does B. liquefied C. small D. liquid

3.

Question: What does ________ acid do? Answer: It dissolves food solids into a _______ that ____ be absorbed _____ the blood stream.
A. liquid B. stomach C. can D. into

4.

Question: What does medicine do? Answer: Medicine destroys some of the germs inside our _______ ____ provides more antibodies so that ____ white ______ cells can work faster.
A. bodies B. and C. the D. blood

5.

Question: Can muscles alone push bones? Why or why not? Answer: No. One _______ has to _____ in one direction and ________ muscle has to pull it back ___ the other direction.
A. pull B. in C. muscle D. another

6.

Question: What do ______ ______ ______ do? Answer: The white blood cells ________ germs that are making the body sick.
A. white B. destroy C. cells D. blood

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Missing Words #1
Use the concepts and questions from your resource to figure out where the missing words go. You can use the clues/words below each sentence for help.

1.

Question: What does a person's body need to move? Answer: The body needs joints to let two bones bend and muscles to pull the bones in different directions.
A. body B. directions C. a D. to

2.

Question: Where does the body absorb liquefied food? Answer: The absorption of liquid takes place mostly in the small intestine through the use of villi.
A. does B. liquefied C. small D. liquid

3.

Question: What does stomach acid do? Answer: It dissolves food solids into a liquid that can be absorbed into the blood stream.
A. liquid B. stomach C. can D. into

4.

Question: What does medicine do? Answer: Medicine destroys some of the germs inside our bodies and provides more antibodies so that the white blood cells can work faster.
A. bodies B. and C. the D. blood

5.

Question: Can muscles alone push bones? Why or why not? Answer: No. One muscle has to pull in one direction and another muscle has to pull it back in the other direction.
A. pull B. in C. muscle D. another

6.

Question: What do white blood cells do? Answer: The white blood cells destroy germs that are making the body sick.
A. white B. destroy C. cells D. blood

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Missing Words #2
Use the concepts and questions from your resource to figure out where the missing words go. You can use the clues/words below each sentence for help.

1.

Question: ____ muscles alone push bones? Why or why not? Answer: No. ____ muscle has to pull in one direction and another muscle has to pull ___ back ___ the other direction.
A. One B. in C. Can D. it

2.

Question: What ___ white ______ cells ___? Answer: The white blood cells destroy germs that are making the body _____.
A. blood B. sick C. do D. do

3.

Question: _____ does a person's body need to move? Answer: ____ body ______ joints to let two bones bend and muscles to pull the bones in __________ directions.
A. needs B. different C. The D. What

4.

Question: Where does the body absorb liquefied _____? Answer: The absorption of liquid takes place _______ in ____ small intestine through the use ___ villi.
A. of B. mostly C. the D. food

5.

Question: What does medicine do? Answer: _________ destroys some of the germs inside our bodies ____ provides more antibodies so that the white blood ______ ____ work faster.
A. cells B. and C. can D. Medicine

6.

Question: What does stomach _____ do? Answer: It dissolves food solids into a liquid _____ can be _________ into the blood _______.
A. that B. absorbed C. acid D. stream

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Missing Words #2
Use the concepts and questions from your resource to figure out where the missing words go. You can use the clues/words below each sentence for help.

1.

Question: Can muscles alone push bones? Why or why not? Answer: No. One muscle has to pull in one direction and another muscle has to pull it back in the other direction.
A. One B. in C. Can D. it

2.

Question: What do white blood cells do? Answer: The white blood cells destroy germs that are making the body sick.
A. blood B. sick C. do D. do

3.

Question: What does a person's body need to move? Answer: The body needs joints to let two bones bend and muscles to pull the bones in different directions.
A. needs B. different C. The D. What

4.

Question: Where does the body absorb liquefied food? Answer: The absorption of liquid takes place mostly in the small intestine through the use of villi.
A. of B. mostly C. the D. food

5.

Question: What does medicine do? Answer: Medicine destroys some of the germs inside our bodies and provides more antibodies so that the white blood cells can work faster.
A. cells B. and C. can D. Medicine

6.

Question: What does stomach acid do? Answer: It dissolves food solids into a liquid that can be absorbed into the blood stream.
A. that B. absorbed C. acid D. stream

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Missing Words #3
Use the concepts and questions from your resource to figure out where the missing words go. You can use the clues/words below each sentence for help.

1.

Question: Can muscles ______ push bones? Why or why not? Answer: No. ____ muscle has to pull in one direction and another muscle has to _____ it _____ in the other direction.
A. One B. pull C. back D. alone

2.

Question: What does medicine ___? _______: Medicine destroys some of the ______ inside our bodies and provides more antibodies so that the white blood cells can _____ faster.
A. do B. germs C. Answer D. work

3.

Question: ______ does ____ body absorb liquefied food? Answer: The absorption of liquid ______ place mostly in the small intestine through the use of ______.
A. Where B. takes C. villi D. the

4.

Question: What does a person's _____ need to move? Answer: The body needs _______ to let two bones bend and muscles to pull the ______ ___ different directions.
A. body B. bones C. joints D. in

5.

Question: What do white ______ cells do? Answer: The white blood cells destroy germs _____ are making ____ _____ sick.
A. blood B. the C. that D. body

6.

Question: What does stomach acid do? Answer: It dissolves food solids into a _______ _____ can ___ absorbed into the ______ stream.
A. be B. blood C. that D. liquid

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Name:

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Missing Words #3
Use the concepts and questions from your resource to figure out where the missing words go. You can use the clues/words below each sentence for help.

1.

Question: Can muscles alone push bones? Why or why not? Answer: No. One muscle has to pull in one direction and another muscle has to pull it back in the other direction.
A. One B. pull C. back D. alone

2.

Question: What does medicine do? Answer: Medicine destroys some of the germs inside our bodies and provides more antibodies so that the white blood cells can work faster.
A. do B. germs C. Answer D. work

3.

Question: Where does the body absorb liquefied food? Answer: The absorption of liquid takes place mostly in the small intestine through the use of villi.
A. Where B. takes C. villi D. the

4.

Question: What does a person's body need to move? Answer: The body needs joints to let two bones bend and muscles to pull the bones in different directions.
A. body B. bones C. joints D. in

5.

Question: What do white blood cells do? Answer: The white blood cells destroy germs that are making the body sick.
A. blood B. the C. that D. body

6.

Question: What does stomach acid do? Answer: It dissolves food solids into a liquid that can be absorbed into the blood stream.
A. be B. blood C. that D. liquid

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Spelling Scramble #1
Unscramble the words, and write in the correct word. The Spelling Scramble worksheet helps to reinforce spelling and word recognition.

1. ILLIV 2. STELETALP 3. TNIOJ
1. n. Finger-like projections in the small intestine that absorbs nutrients. 2. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 3. n. A place where two things, like bones, are connected in such a way that they can move.

4. ELCSUM 5. SEIDOBITNA 6. SUGAHPOSE
4. n. An organ in the body that allows for bones to move by pulling them in specific directions. 5. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 6. n. The muscular tube that moves food from the mouth to the stomach.
PLATELETS ANTI-BODIES

JOINT MUSCLE

ESOPHAGUS VILLI

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Spelling Scramble #1
Unscramble the words, and write in the correct word. The Spelling Scramble worksheet helps to reinforce spelling and word recognition.

1. ILLIV VILLI 2. STELETALP 3. TNIOJ JOINT
1. n. Finger-like projections in the small intestine that absorbs nutrients. 2. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 3. n. A place where two things, like bones, are connected in such a way that they can move.

4. ELCSUM PLATELETS

MUSCLE ANTI-BODIES ESOPHAGUS

5. SEIDOBITNA 6. SUGAHPOSE

4. n. An organ in the body that allows for bones to move by pulling them in specific directions. 5. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 6. n. The muscular tube that moves food from the mouth to the stomach.
PLATELETS ANTI-BODIES

JOINT MUSCLE

ESOPHAGUS VILLI

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Spelling Scramble #2
Unscramble the words, and write in the correct word. The Spelling Scramble worksheet helps to reinforce spelling and word recognition.

1. IVILL 2. IESANTIBOD 3. USESOPHAG
1. n. Finger-like projections in the small intestine that absorbs nutrients. 2. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 3. n. The muscular tube that moves food from the mouth to the stomach.
JOINT MUSCLE ESOPHAGUS VILLI

4. NTJOI 5. LEMUSC 6. LETSPLATE
4. n. A place where two things, like bones, are connected in such a way that they can move. 5. n. An organ in the body that allows for bones to move by pulling them in specific directions. 6. n. Small, flat disks in the blood that aid in clotting, the healing of cuts.
PLATELETS ANTI-BODIES

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Spelling Scramble #2
Unscramble the words, and write in the correct word. The Spelling Scramble worksheet helps to reinforce spelling and word recognition.

1. IVILL VILLI 2. IESANTIBOD 3. USESOPHAG ANTI-BODIES ESOPHAGUS

4. NTJOI JOINT 5. LEMUSC MUSCLE PLATELETS

6. LETSPLATE

1. n. Finger-like projections in the small intestine that absorbs nutrients. 2. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance. 3. n. The muscular tube that moves food from the mouth to the stomach.
JOINT MUSCLE ESOPHAGUS VILLI

4. n. A place where two things, like bones, are connected in such a way that they can move. 5. n. An organ in the body that allows for bones to move by pulling them in specific directions. 6. n. Small, flat disks in the blood that aid in clotting, the healing of cuts.
PLATELETS ANTI-BODIES

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Spelling Scramble #3
Unscramble the words, and write in the correct word. The Spelling Scramble worksheet helps to reinforce spelling and word recognition.

1. IJONT 2. UOGSEHPAS 3. SLMEUC
1. n. A place where two things, like bones, are connected in such a way that they can move. 2. n. The muscular tube that moves food from the mouth to the stomach. 3. n. An organ in the body that allows for bones to move by pulling them in specific directions.
JOINT MUSCLE ESOPHAGUS VILLI

4. TLAPSELTE 5. LILIV 6. AIOESBDITN
4. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 5. n. Finger-like projections in the small intestine that absorbs nutrients. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.
PLATELETS ANTI-BODIES

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Spelling Scramble #3
Unscramble the words, and write in the correct word. The Spelling Scramble worksheet helps to reinforce spelling and word recognition.

1. IJONT JOINT 2. UOGSEHPAS 3. SLMEUC ESOPHAGUS

4. TLAPSELTE 5. LILIV VILLI 6. AIOESBDITN

PLATELETS

MUSCLE

ANTI-BODIES

1. n. A place where two things, like bones, are connected in such a way that they can move. 2. n. The muscular tube that moves food from the mouth to the stomach. 3. n. An organ in the body that allows for bones to move by pulling them in specific directions.
JOINT MUSCLE ESOPHAGUS VILLI

4. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 5. n. Finger-like projections in the small intestine that absorbs nutrients. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.
PLATELETS ANTI-BODIES

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Word Search #1
Use your vocabulary list and the clues below to find the hidden words.

S U D A K H C Y O L X M S S S D H J S Q Q A W X V U S G O Q N R B B N X V N Y S J L X J N Y E Y E Y Q D U C Q C N O P P K Z F U T Q R L K F P I O A H B T O P T J F I J J E G L L N N Z A T P R H Q P P V O

J S B M T T V A Z P I L L I J D T A W A J V D L D B I E S V I

T V Q N B L S N R C U P Q S E J Q V L I X Q P Z Y V I

E B Y E E S O P H A G U S K T B F A N T S G C K B O D J Q P M T Y M Q D

1. n. A place where two things, like bones, are connected in such a way that they can move. 2. n. An organ in the body that allows for bones to move by pulling them in specific directions. 3. n. The muscular tube that moves food from the mouth to the stomach.

4. n. Finger-like projections in the small intestine that absorbs nutrients. 5. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

© 2009 eFantasmic.com - Incredible Homeschool Curriculum Exactly The Way Homeschoolers Need It! All Rights Reserved.

Name:

Date:

Word Search #1
Use your vocabulary list and the clues below to find the hidden words.

S U D A K H C Y O L X M S S S D H J S Q Q A W X V U S G O Q N R B B N X V N Y S J L X J N Y E Y E Y Q D U C Q C N O P P K Z F U T Q R L K F P I O A H B T O P T J F I J J E G L L N N Z A T P R H Q P P V O

J S B M T T V A Z P I L L I J D T A W A J V D L D B I E S V I

T V Q N B L S N R C U P Q S E J Q V L I X Q P Z Y V I

E B Y E E S O P H A G U S K T B F A N T S G C K B O D J Q P M T Y M Q D

1. n. A place where two things, like bones, are connected in such a way that they can move. 2. n. An organ in the body that allows for bones to move by pulling them in specific directions. 3. n. The muscular tube that moves food from the mouth to the stomach.

4. n. Finger-like projections in the small intestine that absorbs nutrients. 5. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

© 2009 eFantasmic.com - Incredible Homeschool Curriculum Exactly The Way Homeschoolers Need It! All Rights Reserved.

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Word Search #2
Use your vocabulary list and the clues below to find the hidden words.

Q C O C

I

Z E T G W X R J D

R Y C S T Q Q N K O F A H V Y H K M U S C L E B T W A K M E S O P H A G U S L I D E G V I L L I I I I E D P U B V D B T F I M G K A

A J C V J F Z I I

E F L V F T S U X E E Q A Y N S A R S M E K L T A N T I B O D J J I I I E S M P U

M T E Z X F H R N T X H F C S O L O B G E T X T K P C Z F H N T O Z K O J Q Q S D X E N H Q G G X M V J K S J O T E S B G T A Y Q V
1. n. A place where two things, like bones, are connected in such a way that they can move. 2. n. An organ in the body that allows for bones to move by pulling them in specific directions. 3. n. The muscular tube that moves food from the mouth to the stomach.

4. n. Finger-like projections in the small intestine that absorbs nutrients. 5. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

© 2009 eFantasmic.com - Incredible Homeschool Curriculum Exactly The Way Homeschoolers Need It! All Rights Reserved.

Name:

Date:

Word Search #2
Use your vocabulary list and the clues below to find the hidden words.

Q C O C

I

Z E T G W X R J D

R Y C S T Q Q N K O F A H V Y H K M U S C L E B T W A K M E S O P H A G U S L I D E G V I L L I I I I E D P U B V D B T F I M G K A

A J C V J F Z I I

E F L V F T S U X E E Q A Y N S A R S M E K L T A N T I B O D J J I I I E S M P U

M T E Z X F H R N T X H F C S O L O B G E T X T K P C Z F H N T O Z K O J Q Q S D X E N H Q G G X M V J K S J O T E S B G T A Y Q V
1. n. A place where two things, like bones, are connected in such a way that they can move. 2. n. An organ in the body that allows for bones to move by pulling them in specific directions. 3. n. The muscular tube that moves food from the mouth to the stomach.

4. n. Finger-like projections in the small intestine that absorbs nutrients. 5. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

© 2009 eFantasmic.com - Incredible Homeschool Curriculum Exactly The Way Homeschoolers Need It! All Rights Reserved.

Name:

Date:

Word Search #3
Use your vocabulary list and the clues below to find the hidden words.

U J H E C N W M M S K Q U W G O U T I I J O I I N T Y M I K T L C Q A M G L R O G J E

K Z T R Z C F Y N X W G J

E S O P H A G U S E N A H M M P D H P N E L D D O Y Z O L V S L I L T M U S C L E X L I B V X M O K J V J E M L K A

N V J G T B N G E Y C U W H V D U X E O C F C N Y T I L I I U K E V X A L D F Y W E W C P X I W K C J W A J H

L C J M T E Q F Y G A Z B A P Y P S S O C N V D Q F V
4. n. Finger-like projections in the small intestine that absorbs nutrients. 5. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

1. n. A place where two things, like bones, are connected in such a way that they can move. 2. n. An organ in the body that allows for bones to move by pulling them in specific directions. 3. n. The muscular tube that moves food from the mouth to the stomach.

© 2009 eFantasmic.com - Incredible Homeschool Curriculum Exactly The Way Homeschoolers Need It! All Rights Reserved.

Name:

Date:

Word Search #3
Use your vocabulary list and the clues below to find the hidden words.

U J H E C N W M M S K Q U W G O U T I I J O I I N T Y M I K T L C Q A M G L R O G J E

K Z T R Z C F Y N X W G J

E S O P H A G U S E N A H M M P D H P N E L D D O Y Z O L V S L I L T M U S C L E X L I B V X M O K J V J E M L K A

N V J G T B N G E Y C U W H V D U X E O C F C N Y T I L I I U K E V X A L D F Y W E W C P X I W K C J W A J H

L C J M T E Q F Y G A Z B A P Y P S S O C N V D Q F V
4. n. Finger-like projections in the small intestine that absorbs nutrients. 5. n. Small, flat disks in the blood that aid in clotting, the healing of cuts. 6. n. A protein produced in response to a foreign substance introduced to the body that neutralizes the effect of the substance.

1. n. A place where two things, like bones, are connected in such a way that they can move. 2. n. An organ in the body that allows for bones to move by pulling them in specific directions. 3. n. The muscular tube that moves food from the mouth to the stomach.

© 2009 eFantasmic.com - Incredible Homeschool Curriculum Exactly The Way Homeschoolers Need It! All Rights Reserved.

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